Critical Education <p><em>Critical Education</em> is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. <em>Critical Education</em> is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.</p> en-US <p>Authors who publish with <em>Critical Education</em> agree to the following terms:<br><br></p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <ol type="a"> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="">The Effect of Open Access</a>).</li> </ol> (E. Wayne Ross) (E. Wayne Ross) Tue, 04 Aug 2020 08:37:13 -0700 OJS 60 Life and Death and the University <p>The ‘totally pedagogised society’ might be considered an age after pre-pedagogical ancient literacy, the pedagogy of early universities and the utilitarianism of mass education, an age in which education has become a battle over the social futures of a ‘people to come.’&nbsp; Here we concern ourselves with the neoliberal subjection of education to systems of economic measure, or ‘econometrics,’ that increasingly determine what is valuable and what is valued. Such systems have ‘ascriptive’ force in that they prescribe criteria for all kinds of educational performance. ‘Scripts’ like KPIs, evaluations, rankings, surveys, reports, reviews and so on, now digitised and constantly self-upgrading, enlist university workers in a neoliberal regime of measured and enhanced performance. More than that, they inscribe a certain ‘distribution of the sensible,’ a way of thinking, feeling and acting, that is not only textual but architectonic. In the same way as writing as mission, strategy and policy models buildings, buildings model a way of thinking, feeling and acting. Education becomes increasingly a matter of ‘built pedagogy.’ And the idea of education that most new university buildings instantiate is that education is about investment – both economic and emotional – that pays, rather than about imagination, which produces less marketable returns. In university environments today, we see a conflict between probable and possible futures: the former occupies itself with what is measurable and thus marketable in education; the latter, with education as the capacity to imagine new worlds. In the conflict between the two – probable and possible worlds – lies the life and/or death of the university.</p> Sean Roderick Sturm, Stephen Turner Copyright (c) 2020 Sean Roderick Sturm, Stephen Turner Thu, 09 Apr 2020 12:55:57 -0700